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1.
This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior.  相似文献   

2.
This study explored whether and how teachers’ beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers’ and students’ perceptions of this relationship), and in teachers’ cultural competence. A positive association was found between teachers’ paternalist beliefs and their own perceptions of control. A negative association was found between teachers’ liberal beliefs and students’ perceptions of affiliation. Positive associations were found between teachers’ liberal beliefs and the metacognitive and motivational components of cultural competence. We discuss the implications for preparation of teachers to reflect on the manifestations of their beliefs in practice.  相似文献   

3.
This study examines teachers’ perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of hypothetical students who behaviorally manifested themes purported to be consistent with a European/mainstream cultural ethos (competition, individualism) or Afrocultural ethos (communalism, verve). Teachers then rated students’ motivation and achievement as if they were in their classrooms. Motivation and achievement ratings were significantly higher for students displaying competitive and individualistic classroom behaviors than communal or vervistic behaviors. These findings suggest that the value teachers assign to academic success should not be understood in the absence of cultural considerations.  相似文献   

4.
ABSTRACT

The authors investigated whether student-perceived parental involvement predicts improvement in academic, behavioral, and relational outcomes for low-achieving adolescents. With a sample of 59 racially diverse 9th-grade students, the authors measured 3 dimensions of parental involvement: direct participation, academic encouragement, and expectations for grades and attainment. Analyses revealed associations between 2 types of parental involvement and outcomes, which held after considering student gender and race. Students whose parents had higher expectations about grades and attainment had higher grade point averages and were rated as more academically engaged by their teachers. Students who reported that their parents were more academically encouraging experienced more care from their teachers. Results suggest certain types of parental involvement may be more effective than others in supporting low-achieving adolescents’ school performance.  相似文献   

5.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed.  相似文献   

6.
ABSTRACT

This study compared discrepancies between children’s academic and social self-perceptions and parents’ and teachers’ perceptions of children’s academic and social competence among 89 first-grade children: 45 children at risk for learning disabilities (RLD) and 44 of typically developing peers (TD). The relationship between self-perceptions among the two groups of children and their significant adults‘ perceptions were compared. The children with RLD reported lower academic self-perception, but did not report lower social self-concept. The discrepancies between students’, parents’ and teachers’ perceptions of students’ academic and social competence were found only for the RLD group. Parents and teachers rated children with RLD as demonstrating lower levels of academic competence. Only teachers rated children with RLD as demonstrating lower levels of social competence. No significant differences were found among children and their significant adults for the comparison group. A serial-multiple mediation analysis presented the relationship model and emphasized the critical mediating role of teachers and parents in predicting children’s academic self-concept. The educational implications of the results call for sensitizing teachers and parents to their perceptions, and to develop empowering intervention with a focused awareness to the impact of their perceptions.  相似文献   

7.
This article presents findings from a qualitative study of two kindergarten teachers’ responses to the professional demands posed by recent shifts in national and state education policies in the United States. Although the literature has framed the practical challenges resulting from these changing expectations in terms of curricular/instructional tensions between developmentally appropriate practices (DAP) and academic standards, study participants indicated adapting to the changing climate of kindergarten, managing the expectations of their students’ parents, and responding to the demands of the first grade teachers at their school site were their most significant challenges. These findings suggest looking beyond our current framing of the situation to examine the full range of complexities and opportunities facing kindergarten teachers will lead to deeper understandings of the ways in which practitioners experience and respond to the new demands and changing expectations shaping their work.  相似文献   

8.
How teachers and students deal with assessment practices is largely influenced by the conceptions they hold about the purpose of assessment. This means that, given the current plea for a paradigm shift from Assessment of Learning to Assessment for Leaning with a balance between the formative and summative purposes of assessment, the study of teachers’ and students’ conceptions of the purpose of assessment is of the utmost relevance. In this study Dutch secondary school teachers’ (n = 351) and students’ (n = 712) conceptions of the purpose of assessment were measured using a translation of the teachers’ conceptions of assessment questionnaire and a translated and shortened version of the students’ conceptions of assessment questionnaire. Maximum Likelihood factor analyses resulted in four teacher and five student conceptions of the purpose of assessment. The results indicate that the teachers in our sample did not distinguish between formative and summative purposes of assessment. They did discern classroom assessment (formative as well as summative) from school accountability. In addition, they conceive assessment as being of bad (in terms of measurement errors) or good quality. In contrast with the teachers, students do make a distinction between the formative and summative purpose of assessment. They also refer to school accountability and the affects that assessment triggers in them as further purposes of assessment.  相似文献   

9.
Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students’ learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical teaching culture in classrooms, the greater the teachers’ satisfaction with job professional development processes. The findings of this study demonstrate that the main factors affecting teachers’ satisfaction with the instructional programs are related to their desire to maintain instructional processes “close to home”, and to shape these processes in accordance with their needs and expectations. The implications of the study are discussed with relation to decision-makers in the school setting and at the local authorities’ level.  相似文献   

10.
In a sample of 244 first graders, we identified four subtypes of children based on multi-informant measures of victimization by peers and aggression toward peers: aggressive victims (AV), non-victimized aggressors, non-aggressive victims, and non-aggressive, non-victimized (i.e., normative) children. We examined the differences between the aggressor/victim groups concurrently and two years later in third grade in terms of both mental health symptoms (severity and directionality) and school functioning (academic competence and school engagement). AV showed the worst results for mental health, academic competence, and school engagement concurrently and two years later. The role of first-grade teacher experience and education in predicting third-grade outcomes was also the subject of examination. Significant interactional effects were found between both AV and teacher experience and education. Most notably, the education level of first-grade teachers interacted with AV status to predict school engagement, such that the least engaged students at third grade were AV whose first-grade teachers had no schooling beyond a bachelor’s degree.  相似文献   

11.
This study investigated relations between preschoolers’ pretend play, examiner-rated adjustment, and teachers’ reports of educational and social adjustment in a large and racially diverse sample. Preschoolers (N = 171; Mage = 49.25 months, SD = 2.76; 89.5% non-White; 50.9% female) completed a standardized assessment of pretend play during a laboratory visit and teachers rated their academic and relational adjustment 3 months later. Interactive effects by child race were evaluated in light of prior suggestions that relations between children's creative expression and teacher-rated adjustment may vary by child race. There were no significant race differences in observers’ ratings of preschoolers’ pretend play, examiners’ ratings of child adjustment, or teachers’ ratings of child adjustment. Imaginative and expressive play features were positively related to examiners’ ratings of child ego-resilience for all children in the laboratory setting. However, child race moderated relations between these same play features and teachers’ ratings of preschooler adjustment in the classroom, even after child age, child IQ, family socioeconomic status, teacher–child racial congruence, teacher familiarity with the child, and child gender were held constant. Among Black preschoolers, imaginative and expressive pretend play features were associated with teachers’ ratings of less school preparedness, less peer acceptance, and more teacher–child conflict, whereas comparable levels of imagination and affect in pretend play were related to positive ratings on these same measures for non-Black children. These results suggest that teachers may ascribe differential meaning to child behaviors as a function of child race. Implications for child development, teacher training, and early education are discussed.  相似文献   

12.
The present research addresses processes involved in academic value transmission within family. Drawing on expectancy x value and social learning theory, a two-wave longitudinal study based on data from 1014 students, 878 mothers, and 748 fathers was conducted to examine the mechanisms of parental influence. Structural equation modeling provided evidence for a multi-step mediation process. Predictions of the parents’ academic values on students’ values were shown to be mediated through parents’ actual and student-perceived parental school involvement. Students’ perceptions of the parents’ academic values, inferred from the perceived involvement, in turn, predicted students’ own values. In the discussion, the central role of students’ perceptions in these processes is emphasized.  相似文献   

13.
This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers’ goals’ indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery orientation was connected to more adaptive forms of reference norms and instruction, whereas less adaptive patterns were recorded for ability-approach orientation, ability-avoidance orientation, and work avoidance. Thus, school should not only focus on the enhancement of students’ mastery goals but also on fostering teachers’ mastery goals.  相似文献   

14.
This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students’ needs in their teaching practice. However, they showed less willingness to be considerate when the student showed a negative work attitude. With regard to teachers’ emotions, positive as well as negative emotions were reported, like enjoyment and frustration. Based on our findings, teachers’ pedagogies in inclusive classrooms are discussed.  相似文献   

15.
This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development of the student teachers’ efficacy beliefs. The research participants included 102 student teachers. All three setting groups exhibited significant increases in teachers’ sense of efficacy following student teaching. Urban student teachers exhibited significantly lower perceived collective efficacy. Perceived cooperating teachers’ efficacy was predictive of and positively related to the student teachers’ post-TSES scores.  相似文献   

16.

Objectives

This study examined individual and contextual factors that explain students’ victimization by peers among 4th- through 6th-grade Jewish and Arab students.

Method

A total of 120 homeroom teachers and 3,375 students from 47 schools participated. The study explored how students’ reports of violence are influenced by individual factors (gender, age, perception of school climate, victimization by teachers, and fear) teacher-class factors (school climate, homeroom teachers’ characteristics such as self-efficacy, and education) and cultural affiliation as a school level factor.

Results

The results showed that levels of victimization vary significantly between classes and between schools. However, the vast majority of variation in students’ victimization lay at the individual level. Factors such as fear, physical and emotional victimization by teachers, and gender affected levels of students’ victimization by peers.

Conclusions

Students victimized by peers are more likely to be victimized by their teachers and to miss school because of their fear of violence. Further research should be conducted to investigate additional teacher, class and school factors that can predict levels of students’ victimization.

Practice implication

Based on the study's results, efforts to deal with school violence should be targeted to students and school staff. It is essential to design and implement a “whole school” approach that includes participation of the entire school community. Furthermore, intensive individual treatment should be given to victimized students to improve their sense of safety and protection on school property. In addition, the findings emphasized the need to design and implement school intervention programs in a sensitive way that takes into consideration children's developmental stages and other factors that affect their levels of victimization. The results showed that younger children do not take advantage of the many positive effects that can be achieved from positive school policy and good relationships with staff. It might be that more efforts should be made to raise victimized students’ awareness by emphasizing that schools have rules that are there to protect them.  相似文献   

17.
Teachers play a crucial role in the development of primary school students’ creative potential in either a positive or a negative way. This paper aims to draw attention to in-service and prospective teachers’ conceptions of creativity and answer three main research questions: “What are the teachers’ conceptions and implicit theories of creativity in general?”, “What are the teachers’ conceptions and implicit theories of creativity in the context of primary education?”, and “How well-trained and equipped do teachers feel to play their key role in the development of students’ creative potential?” A self-report questionnaire was used as an instrument to gather qualitative and quantitative data from 132 Greek in-service and prospective teachers. According to the selected quantitative data we present in this study, the majority of the participants reported that the facilitation of students’ creativity is included in the teachers’ role, but they (teachers themselves) do not feel well-trained and confident enough to realise this particular expectation. The authors conclude that further research is needed in order to: (i) reveal more on teachers’ conceptions on creativity and (ii) understand and classify teachers’ particular needs to facilitate the creative potential of primary school students.  相似文献   

18.
Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children’s education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through interviews and observations. The five main teaching practices and strategies to engage parents are practicing parent outreach, establishing relationships with the parents, creating a positive classroom climate, teaching to involve parents, and making the community-school connection. This study offers insights into teachers’ classroom practices that are connected to various specific strategies to involve parents.  相似文献   

19.
The aim of the reported study was to explore how science teachers made sense of their roles and responsibilities in teaching and assessing science coursework. The focus was on the teacher assessment, the feedback that teachers gave to students and, how they perceived their role when they taught and assessed students’ science coursework reports. The research methodology included observation of science lessons, collection of marked students’ reports and two interviews with each of the nine participant teachers. Two cases of teachers are considered as representative of the participant teachers and their perceptions and practices are compared and contrasted. Teachers either adopted the role of the examiner or combined the role of the teacher with that of examiner. They distinguished marking of science theory exercises from marking of coursework and, teaching theory from teaching investigations, on the basis that the grade they assigned to coursework contributed to the total grade for external exams. A key conclusion is that teaching and assessment of science coursework need to re-focus on learning. The study calls for changes in public policy for summative assessment to place more reliance on teachers’ assessments and secondly, for changes in school practices in formative assessment for teachers to support students to learn in the case of science coursework.  相似文献   

20.
A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs.  相似文献   

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